一、单项选择题
1.【答案】D。解析：考查单词的重读。whose在这个定语从句中是关系代词，起连接作用，而且在从句中作定语.需要重读，发长音，因此D项正确。
2.【答案】B。解析：考查辅音的发音特征。按照发音部位，[t][d][s][z][n]均为齿龈音(alveolar)。齿龈音是舌尖音的一种，发音时，舌尖顶住上齿龈。palatal“硬腭音”，bilabial“双唇音”，dental“齿间音”。故选B。
3.【答案】A。解析：考查词义辨析。句意为“在罗马，因为所有的路看起来都一样，所以游客很容易__________”。disoriented“迷失方向的”，deluded“轻信的，受蒙骗的”，distracted“心烦意乱的，思想不集中的”.delineated为动词delineate“描绘”的过去分词。根据句意可知，由于道路的相似.游客应该是很容易迷失方向.故选A。
4.【答案】D。解析：考查形容词辨析。句意为“对于邀请他出席听证会的请求，他立即 __________ 答道：‘好的’”。effective“有效的”，eloquent“雄辩的”，emotional“感情上的，伤感的”，emphatic“着重的，加强语气的”。根据句意可知.回答中的“YES”应该是加强语气的.故选D。
5.【答案】B。解析：考查固定搭配。句意为“坚持、谦逊和机会是这个女孩职业生涯成功的 __________ ”。contributing factor“促成因素.影响因素”，为固定搭配，故选B。
6.【答案】B。解析：考查定语从句。主句为“the teacher will be able to ascertain the extent”，定语从句为“to the children understand whatthey are reading”.先行词为extent.短语to…extent意思是“到……程度”。句意为“这样做.老师就能确定孩子们对他们所读的内容理解到什么程度了”。故选B。
7.【答案】D。解析：考查祈使句。句意为“在你离开办公室前一所有的灯都已关闭”。根据句意可知，后半句应为祈使句，表示一种命令或建议，因此，空格处应填入动词的原形形式，seetoitthat“确保”，其他选项形式皆不符合题意，故选D。
8.【答案】C。解析：考查强调句。强调句的结构为It is/was+被强调部分+that/who+其他部分。强调句去掉It，be，that后，句子结构仍完整.句意仍明确。本题中只有C选项符合此条件，去掉后为“From hermum she heard her grandfather was born in Germany.”，故选C。
9.【答案】D。解析：考查合作原则。根据格赖斯提出了一个要求交谈参与者共同遵守的一般原则，即“合作原则”(cooperative principle)。合作原则要求参与交谈者必须遵守此原则，否则对话将无法进行下去。故本题应选D。
10.【答案】C。解析：考查语言学中的基本概念。现代逻辑学家把谈论语言本身的语言称为元语言(metalanguage)，故选C。其他三项，paralanguage“副语言”，指与话语同时或单独使用的手势、身势、面部表情和距离等，这些也能表示某种意义，一般有配合语言加强表达能力的作用;speciallanguage“特殊(专业)语言”;in terlanguage“中介语”.是指在第二语言习得过程中，学习者通过一定的学习策略。在目的语输入的基础上所形成的一种既不同于其第一语言也不同于目的语.随着学习的进展向目的语逐渐过渡的动态的语言系统。
11.【答案】c。解析：考查3P教学模式。所谓3P教学模式，即：Presentation(呈现)→Practice(操练)→Production(输出)。这三个阶段可以理解成：教师教—学生练—学生用。在教学过程中，教师首先给学生引入和展现某个特定的语言形式、结构、功能等，通过练习使学生掌握其意义，然后再让学生进行假设交际.从而达到语言的输出.形成学习成果。
12.【答案】D。解析：考查语言练习的目的。机械型练习，如重复、替换等，这种练习在内容上严格受到控制，着重训练学生去熟练掌握语法点的结构形式.
13.【答案】D。解析：考查语法教学方法。演绎法(The deductive method)是先说明语法结构，之后让学生进行练习。归纳法(The inductive method)是先给出一些例子.让学生通过讨论等方式自己总结出语法规则。题干是对演绎法特征的描述.
14.【答案】A。解析：考查交际性语言活动。信息差活动(Information-gap activity)可以使学生进行信息的传递和交流.实现真正交流的目的，培养学生的综合语言运用能力，是一种任务型的语言交际活动。
15.【答案】D。解析：考查语篇教学。语篇(discourse)由一个以上的句子或语段组成，各成分之间在形式上是衔接的.在语义上是连贯的。老师让学生集中注意力于文章的结构、衔接与连贯性等方面，目的是培养学生的语篇意识。
16.【答案】A。解析：考查英语阅读策略。略读(skimming)指快速阅读文章以了解其内容大意(gist)的阅读方法。换句话说，略读是要求读者有选择地进行阅读，可跳过某些细节，以求抓住文章的大概，从而加快阅读速度。
17.【答案】B。解析：考查英语词汇的语境意义。英语单词的词汇意义指字典上出现的多个不同的意义，但在不同的语境中.其选取的意义不同。因此词语的意义是由语境决定的，联系语境才能准确地理解词汇在文本中的具体意义。
18.【答案】A。解析：考查教师的角色与作用。根据题目提供的情境，“写作课上，当学生不知道如何用英语表达时.老师给予他们帮助”，此处教师扮演了促进者(facilitator)的角色。assessor“评价者”，controller“控制者”，participant“参与者”.均不符合题意。
19.【答案】D。解析：考查语言测试类型。标准参照语言测验(Criterion-referenced language test，简称CRT)是以考生个人与特定的标准(如教学目标)作为评价标准。所以，这种考试对考生来说，不管别人程度如何，关键在于确定自己是否达到了既定的目标。常模参照语言测验(Norm-referenced language test，简称NRT)是以考生个人在团体中的相对位置来作为评价标准。所以，这种考试比较看重考生的个别差异。雅思(IELTS)、托福(TOEFL)属于标准参照语言测验.代表了国际性英语标准化水平的测试。
20.【答案】A。解析：考查对教材的评估。系统的教材评估应该是能帮助教师检测是否实现了语言课程教学目标.是否满足了学生的需要.另外还有是否给学生提供了真实的语言交际等。“包含所有的语法规则”不是系统的教材评估内容。故选A。
Passage l
21.【答案】D。解析：细节题。根据第一段第四句“But as undocumented immigrants in Maryland，they then had to confront the reality that they must pay two to three times what former high school classmates pay to attend the state’s public colleges."可知.马里兰无证件移民不得不面临的现实是跟他们之前的高中同学比起来，他们必须花费两到三倍多的学费去读公立大学。D项符合此意。
22.【答案】B。解析：语义题。“I’mhanging on their vote.”中的hangon有“依赖于，取决于”之意，即无证件移民依赖于这场投票。根据第四段第一句“Question 4 asks voters to affirm or strike down a law that the legislature passed last year，known as Maryland’s version of the“Dream Act，”which granted certain undocumented immigrants the ability to obtain in-state tuition at public colleges and universities.”可知.这场投票关系到无证件移民的州内学费问题，这是关系他们未来的一场投票，故选B。
23.【答案】B。解析：指代题。首先定位到画线词them在第四段中的位置，由于them是代词，代词是用来代替前面出现过的事物，所以关注第四段倒数第二句“The subsidy comeswith conditions.”，同时，再看them后面解释说明的内容“To take advantage，students must first go to atwo-year community college.”，即学生需要付出的条件，
这正好与them前句子中的conditions内容相符.故选B。
24.【答案】c。解析：态度题。根据第五段“The law was pushed to a referendum after opponents mounted a light-ning petition drive that showed the depth of division over illegal immigration across the state and the nation.Critics say discounting tuition for students…”可知马里兰公民对于无证件移民减免学费的态度是有分歧的。故选C。
25.【答案】B。解析：主旨题。本文讲述的是无证件移民学生渴望通过法案来使他们享有州内学费的待遇，以此来实现自己的求学梦。B选项Undocumented Students’Hope for“Dream”符合此意。
Passage 2
26.【答案】C。解析：推断题。由原文第一段“We had been wanting to expand our children’s horizons by taking them to a place that was unlike anything we’d been exposed to during our travels in Europe and the United States.”可知.为了拓宽孩子们的视野.作者夫妇二人决定不去热门的欧洲和美国旅游，而是选择了与众不同的伊斯坦布尔。故选C。
27.【答案】A。解析：推断题。由原文第三段“What we didn’t foresee was the reaction of friends，who warned that we were putting our children‘in danger’，referring vaguely，and most incorrectly，to disease，terrorism or just the an-known."可知.朋友们含糊地提及那个地方可能会有疾病、恐怖组织或者其他一些未知的风险。故选A。
28.【答案】A。解析：指代题。由原文第七段及上下文语境可知，此处的“our two”应为作者夫妇二人。故选A。
29.【答案】D。解析：细节题。由原文第八段“Being exposed to Islam was an important part of our trip.Visiting the mosques，especially the enormous Blue Mosque，was our first glimpse into how this major religion is practiced.”可知，A项排除：由第九段“AlthoughoursonhadstudiedIslambriefly itisimpossibletobepreparedforeveryawkwardquestion that might come up，such as during our visits to the Topkapi Sarayi，me ottoman Sultans’palace."可知B项排除;由原文第四、五段，C项可排除。作者在文中并没有提及shopping mall boutiques，故选D。
30.【答案】C。解析：态度题。由原文最后一段可以看出，作者认为这次的旅途是令人难忘且值得纪念的。故选C。
二、简答题
31.【参考答案】
三种写作体裁：记叙文、议论文、应用文。
教师应从以下四个方面指导学生进行英语记叙文写作：
(1)明确“五个W和一个H”
要写好记叙文，首先要确定先写什么，再写什么，最后写什么，然后开始布局谋篇。我们可以用“五个W和一个H”的方法，即what(什么事)，who(什么人)，when(什么时候)，where(什么地点)，why(什么原因)，how(怎么样)。整个写作内容的确定、写作材料的筛选，都要围绕这“五个W和一个H”进行。
(2)确定以第几人称及以何种顺序展开叙述
①一般来说.英语记叙文要以第一人称(I/we)或第三人称(he/she/it/they)来展开叙述。第一人称是从“参与者”的角度进行叙述：第三人称是以“观察者”的身份展开叙述，要根据具体情况合理选用。
②在确定了人称之后，要确定展开叙述的顺序。在英语记叙文中，最常用的是按事情发生的时间或空间顺序进行记叙。
(3)在塑造人物、展开情节上下功夫
我们记叙的任何事情都是由人来进行的。人物塑造的好坏是衡量记叙文写作好坏的一个重要标准。因此，表达人物的动作、语言以及展开情节时，使用哪些句型、短语、词汇都应该仔细推敲，对于事情的情节展开要突出重点、详略得当，可有意识地采用类似“设置悬念”“前后呼应”等写作手法，以吸引读者的兴趣。
(4)注意文章的完整性
整篇文章要完整，内容全面、详略得当，层次分明，重点突出。英语记叙文的时态通常为一般过去时，但如果是经常性的事件或自然现象、社会现象.则用一般现在时。
三、教学情境分析题
32.【参考答案】
(1)该教学目标的合理性体现在，试图从教学的知识目标(理解阅读材料，掌握系动词的用法)和教学能力目标(提高学生的听、说、读、写能力)这两个方面来设计。既包含了教学过程中知识内容的传授，又包含了能力培养的目标。
(2)尽管该教学目标存在其合理性，但是，总的说来，该教学目标设计得不科学，太宽泛、空洞、不具体、教学对象不明确。具体来说：①它违反了教学设计“以学生为中心，体现学生的主体地位”的原则，没有明确指出教学的主体是学生。②它没有把握好预期的教学目标，对教学内容，即知识目标的设计不明确，“理解阅读材料，掌握系动词的用法”的说法太空洞宽泛。因为知识目标指的是学生对具体语言知识，如语音、词汇、语法等方面的掌握。③对于能力目标的设计也比较笼统，因为能力目标指通过这堂课学生能够锻炼什么样的能力。它要求学生能通过感知、理解与模仿，能够在适当的情境中运用本课涉及的词组等语法知识，正确描述“人们正在做什么”，如能够正确听、说、读、写教材中的单词或句子，能够谈论教材中相关的话题等。④教学目标是三维教学目标，即知识目标、能力目标和情感态度价值观目标，题中缺少情感态度价值观目标。⑤此外，该教师的教学目标在书写时出现了拼写错误.系动词的英文表达应为linkverbs，而非linkwords。
(3) Teaching aims
Knowledge aims:
① Students can understand the meanings of five senses according to their daily life.
② Students can fully understand the reading materials about five senses.
③Students can grasp the usage of the link verbs: smell, feel, sound, taste, etc.
Ability aims:
① Students can improve their listening ability by listening to the text.
② Students can improve their speaking ability by pair work and discussion.
③ Students can improve their reading ability by comprehensive reading.
④ Students can improve their writing ability by abbreviating the text.
Emotional aims:
① After this lesson, students will realize the importance of five senses.
② Students can make full use of five senses in their daily life.
四、教学设计题
33.【参考设计】
Teaching Contents: It is about eating healthily and several scientific eating habits. It also offers recommending sewings per day.
Teaching Objectives:
( 1 ) Knowledge objective
Students can master the following words and expressions: healthy, healthily, amount, snack, bake, recommend,provide, variety, lead to.
(2) Ability objectives
① Students can develop their reading ability by skimming and scanning practice.
② Students can improve the speaking ability by talking about scientific and healthy eating habits.
(3) Emotional objective
Students can develop scientific and healthy eating habits and learn to live a healthy life.
Teaching Key Points:
(1) How to help students master the following words and expressions like healthy, healthily, amount, snack,bake, recommend, provide, variety, lead to.
(2) How to make students improve their reading and speaking skills.
Teaching Difficult Point:
How to guide students to develop a healthy eating habit.
Teaching Procedures:
Step 1 Warming up and lead-in (4 minutes)
Brainstorm: Questions and answers
The teacher asks students the following questions.
( 1 ) What do you eat every meal? List the food.
(2) Do you eat healthily?
(Justification: This step will help students to combine English learning with daily life, and at the same time it will arouse students' interest in learning this lesson. )
Step 2 Pre-reading (9 minutes)
The teacher asks students to discuss their opinions on eating properly. Then the teacher introduces the topic about healthy eating.
The teacher teaches the new words and expressions in sentence context, such as healthy, healthily, amount,snack, bake, recommend.
E.g. A healthy diet leads to good health.
(Justification: This step will have students know about what healthy and proper eating is. Teaching new words and expressions is effective for helping students to concentrate on the ideas of the reading passage and not worry about the meaning of the unfamiliar words.)
Step 3 While-reading (18 minutes)
(1) Fast reading (7 minutes)
The teacher asks students to read the text quickly and fill in the blanks according to the text.
(2) Intensive reading (11 minutes)
The teacher lets the students read the text and do the True or False exercises and explain the reasons:
① Eating properly means eating only the right variety of food. ()
② Eating too much healthy food has no bad effects on health.()
③ Soup, baked potatoes, crisps and chocolate are available for snacks. ()
④ Milk, cheese and yoghurt are good for our health, so we can choose the low fat varieties and have 2 to 3 servings every day. ()
⑤ In order to keep healthy, we should eat fruit and vegetables everyday without limit.()
Then the teacher checks the answers.
(Justification: This step will help students have a further understanding of the text. )
Step 4 Post-reading (9 minutes)
(1) Retelling
The teacher asks students to retell the passage according to the chart.
(2) Group work
The teacher divides students into several groups, and gives them an assignment. Students can first discuss it in groups, give their own opinions and choose a member to present their opinions to the whole class.
Assignment: Suppose you are a cook in our school canteen. What dishes would you serve on Tuesday?List out your dishes and explain the reasons.
(Justification: This step will practice students' ability of speaking and develop their spirit of cooperating with others. )
Step 5 Summary and Homework (5 minutes)
Summary: The teacher summarizes what they have learnt in this class.
Homework: The teacher asks the students to share what they have learnt about healthy food with their parents.
Meanwhile, the teacher asks the students to interview their parents about their opinions on healthy eating, and then next class the teacher will ask several students to share their interviewing reports with the whole class.
(Justification: Students can review and consolidate what they have learnt in this class. )
Blackboard Design:
Key words and expressions:
healthy, healthily, amount, snack, bake, recommend, provide, variety, lead to
Recommended servings per day Teaching Reflection.
